Scottish pupils have stunned judges in a nationwide competition with their moving depictions of life in the First World War trenches.
Esha Ahmed, 15, from Fife, and Ciara, 11, from Midlothian, and have been announced as winners of Poppyscotland’s Letters to my Teacher competition. Young people were challenged to imagine themselves serving on the front line during the war and writing home to their former teachers.
Esha, an S3 pupil at Levenmouth Academy, won the secondary school category with her “honest and imaginative” letter. Ciara, who is in P7 at Rosewell Primary, took the primary school award for her “genuinely touching” entry.
Esha reflected on the fragility of life as she described marching through wrecked French villages and towns, with the air thick with smoke and bodies lying on the ground. Ciara wrote of trying to keep up morale in rat-infested trenches, amid the constant sound of gunshots and cries of severely wounded soldiers.
The competition was inspired by letters written by Scottish soldier Douglas Constable to John Hamilton, his former headteacher at St Mary’s Melrose School. Douglas left a promising publishing career to serve with the Grenadier Guards in Belgium and France. He was killed during the Battle of the Somme in 1916, aged 26.
This year’s contest received a record-breaking entry, with almost 500 letters from schools across Scotland. Eight judges from Poppyscotland, Legion Scotland, and the Commonwealth War Graves Commission shortlisted 12 entries to go through to the second round, with the public choosing the final winners.
Gordon Michie, Poppyscotland’s Head of Fundraising and Learning and one of the judges, said: “Our warmest congratulations to Ciara and Esha on their wins. This year saw an exceptionally high standard of entries, and choosing a shortlist was extremely difficult.
“Esha’s and Ciara’s beautifully written accounts stood out as full of imagination, honesty, and humanity. They managed to put themselves in the boots of First World War soldiers, painting a full picture of trench life and its brutalities.
“We’re very pleased that this competition captured the imaginations of primary and secondary school pupils across Scotland. Inspired by the letters of Douglas Constable, it was a chance for children to learn about the daily experiences of Scottish men and women who lived through the First World War.
“Poppyscotland’s learning programme aims to bring history to life, encouraging pupils to reflect on remembrance and the relevance of these events to the present day.”
Ronnie Ross, headteacher at Levenmouth Academy, said: “I was genuinely moved when I read Esha’s work. She has shown genuine compassion and empathy with those who fought on the frontline and protected the free world at the beginning of the twentieth century and for this she must be truly congratulated.”
Hope Wilson, Ciara’s teacher at Rosewell Primary, said: “We are extremely proud of Ciara. The Letters to my Teacher competition inspired many of our older pupils and it has been great to be a part of it.”
The winners will each receive £500 in Amazon vouchers for their school, a visit from Poppyscotland’s mobile museum, Bud, and a special class tour of Lady Haig’s Poppy Factory in Edinburgh, when it reopens this autumn.
Ciara said: “I was really happy to find out that I had won. I had asked all my family and friends to vote for me so I am glad that they supported me!”
High school pupils and staff will not be required to wear face coverings in classrooms from 28 February, after the schools mid-term break.
Teachers and pupils who wish to continue to wear a face covering in the classroom should be fully supported in doing so.
Face coverings will still be required in communal areas, subject to future review.
Specific mitigations relating to assemblies and transition visits for learners who will start primary or secondary in August 2022, will also be eased as of 28 February.
First Minister Nicola Sturgeon said: “In recent weeks I have promised to keep Parliament and school communities updated on mitigations within schools – including the use of face coverings within classrooms.
“I have been clear that we do not want to keep these measures in place for any longer than is necessary, but that we must continue to be led by scientific and expert advice.
“On Tuesday our Advisory Subgroup on Education and Children’s Issues met to discuss a number of issues, including the use of face coverings.
“The group reiterated its previous position that the removal of mitigations in schools should follow a phased approach. It also advised that the next phase could begin after the February half-term break, with the removal of face-coverings in classrooms – for both pupils and staff – on 28 February.
“In arriving at their decision, the Advisory Sub-Group pointed to reducing case rates for secondary-aged pupils, falling hospitalisation rates across all age categories, and the fact that the estimated R rate is below 1 and decreasing. In addition, vaccination rates for young people continue to increase.
“This change represents a further step in allowing our children and young people to return to a more normal school experience after many months of sacrifice.
“We currently expect that face coverings will still be worn outside the classroom, in indoor communal areas of schools, after 28 February. This will be kept under regular review. In addition, anyone who wants to continue wearing a face covering in classrooms will, of course, be supported to do so.”
Commenting following the First Minister’s statement in the Scottish Parliament, EIS General Secretary Larry Flanagan said: “The majority of EIS members supported the retention of face coverings until we were through the winter period so we would have preferred the end of March rather than the end of February for this change to happen.
“Having said that, it is important that both pupils and staff have the right to continue to wear face coverings if they wish and, in some cases, where there is a heightened vulnerability in play, face coverings may still be required.
“There has been a slight drop in infection levels within schools but they remain high – over 4,000 staff are off school for Covid related reasons and more than 20,000 pupils. Enforcing the remaining mitigations, therefore, around ventilation and face coverings in communal areas, remains critical to school safety.”
The roll out of personal digital devices for every school pupil from P6 to S6 in the Capital, part of the city council’s ‘ambitious and inclusive’ education strategy Edinburgh Learns for Life, is underway.
The programme, being carried out in partnership with the City of Edinburgh Council’s strategic technology partner, CGI, will see 27,500 new iPads being issued to pupils/teachers, refreshed iPads for up to 12,000 pupils/teachers and expanding connectivity by providing additional wireless access points in schools.
As well as the personal distribution to pupils, additional iPads will be handed out to P1 to P5 year groups so they can be shared for learning. Staff in early years will be getting 250 new iPads and having 900 iPads migrated.
The roll out for the Empowered Learning programme, which has been funded thanks to a £17.6m investment from the Council’s budget, is due to be completed by the end of this year and also includes a comprehensive programme of professional learning for teachers.
Benefits of the project include: providing equal access to education, personalising learning, improving teacher feedback, preparing students for future working, collaborative on and off-line working and, critically, supporting efforts to raise attainment.
This week, from Monday 24 January, pupils at St Augustine’s RC and Gracemount High Schools will be receiving their devices.
Leith Academy is one of the schools where digital devices have already been distributed. Council leader Cllr Adam McVey and deputy Lord Provost Joan Griffiths visited the school last week.
Head teacher Mike Irving said: “The roll out of digital devices to all P6-S6 young people and staff across Edinburgh’s schools is a significant, positive and exciting development for learning.
“Young people will discover new and innovative ways to engage by using many of the features available through the applications and technology available at their fingertips.
“Digital devices are not there to replace teaching and learning, but to enhance it further so youngsters can engage in learning that is relevant, fun and most importantly impactful.
“Young people know when they are being invested in, and this step from the Council is a significant and sustained investment in the future learning, outcomes and achievements of Edinburgh’s children and young people.”
Shlok Godiyal, S3 pupil at Leith Academy, said: “I think having the iPad will give me greater flexibility in how and when I can work on tasks, topics and assignments. There will be times when I need to log onto Teams sessions or complete work at home, the iPad helps me with this ability to work anytime, anywhere.
“I also think the iPad will open opportunities in learning by using features such as video recording, use of 3D imaging and it will help me with my independent learning and study as I progress into S4, S5 and S6. As young people today we are used to technology in our lives, so this is a good addition to our learning.”
Councillor Ian Perry, Education Convener for the City of Edinburgh Council, said: “It’s great to see the roll out getting underway as the Empowered Learning programme is about both investing in our children and young people and our teachers to maximise the exciting learning opportunities in Scotland’s Capital city.
“We’ve committed £17.5m from our budget so pupils from P6 to S6 can have their own devices and have equal access to learning. This programme opens up the opportunity for pupils to learn in new and exciting ways, brings with it a raft of wider benefits including extra support and professional development opportunities for teachers and is expanding wifi to provide fast and reliable internet access in every school.”
Councillor Alison Dickie, Education Vice Convener for the City of Edinburgh Council, said: “The roll out meets a key element of our Council business plan which is increasing attainment for everyone and reducing the poverty-related attainment gap.
“Ensuring pupils have their own device means they have personal access to digital learning whether with their teacher in school or at home. “
We want every young person to achieve their fullest potential and the Empowered Learning programme is another tool in the educational toolbox to equip our pupils with the skills and knowledge to succeed in a future that is becoming increasingly digital.”
Tara McGeehan, President, CGI in the UK and Australia said: “CGI is delighted to be working in partnership with City of Edinburgh Council to deliver Empowered Learning to pupils and teachers in the capital.
“Empowered Learning provides a learning environment that’s engaging and inspirational. It directly tackles the attainment gap and recognises the key role of educators in delivering a digital classroom.
“Through Empowered Learning, educators can create and tailor lessons to personalise learning, and access new ways of bringing learning to life. Above all, Empowered Learning delivers learning that is rich and rewarding for both pupils and for their parents, as well as providing the highest level of security and safety standards.
“The roll out meets a key element of one of the 15 outcomes and actions from the Council’s three year business plan ‘Our Future Council, Our Future City’: ‘increasing attainment for all and reducing the poverty-related attainment gap’.”
The 1:1 programme reinforces our commitment to becoming one of the world’s ‘smartest cities’ – in 2020 Edinburgh approved a new digital strategy to push forward its ambitions for becoming a sustainable Smart City.
Secondary pupils are being advised to take at-home COVID-19 tests before they return to school to limit the spread of Omicron.
Those without symptoms should do a lateral flow device (LFD) test the night before or on the morning of the return to classes following the festive break. After that, testing should be done twice weekly.
All LFD test results – positive, negative or void – should be recorded via the online portal.
Staff in schools and early learning and childcare settings should follow the same advice.
Anyone who receives a positive LFD test result, those with symptoms, or those identified as close contacts should immediately self-isolate and book a PCR test.
Education Secretary Shirley-Anne Somerville said: “It is our absolute priority to keep schools safely open and minimise further disruption to learning. To achieve that, we need the help of the whole school community. Taking lateral flow tests before returning to school, and continuing to test regularly will help prevent outbreaks of the virus.
“We are grateful to schools for their continued efforts to stress the importance of asymptomatic testing. Parents of secondary pupils can also help by encouraging their children to make testing part of their weekly routine – and, importantly, to report all results online, whether positive, negative or void.
“Safety guidance for schools was updated in December in light of Omicron and it is crucial that all the mitigations are strictly followed. These include physical distancing, one-way systems and the correct use of face coverings.
“By testing regularly and following the mitigations, pupils and staff can all play their part in keeping themselves, their families and their schools safe.”
Chief Medical Officer Professor Sir Gregor Smith said: “With Omicron spreading so rapidly, it is vital that we all do what we can to limit its transmission. Rapid lateral flow testing helps us to find infectious cases that might otherwise have been missed, as around one in three people with COVID-19 does not show classic symptoms.
“That’s why it is really important that secondary pupils and school and early learning and childcare staff take lateral flow tests before they return to classes and settings after the break, and that they keep testing regularly throughout term.
“They should also take LFD tests before they meet up with others outside of school or ELC settings.
“Pupils and staff who are eligible for vaccination should get their jags, and, where appropriate, boosters as soon as they can to receive greater protection from the virus.
“Those aged 12-15 are being offered second doses of the vaccine from this week and I would urge them to take up the offer.
“Drop-in sessions will be available for this age group from today (January 3 2022), while those who have already been given a date for their second jag can call a helpline to bring their appointment forward and get protection from the virus earlier.”
LFD tests should only be used if you don’t have symptoms.You must NOT use a LFD test if you:
have symptoms – you must self-isolate immediately and book a PCR test
have been asked to self-isolate because you are a close contact of a positive case. You must self-isolate and book a PCR test
If you receive a positive LFD test result, you must self-isolate immediately and book a PCR test.
If parents or pupils haven’t already been provided with LFD kits by their schools, they can be accessed in a range of different ways before returning to school. Information on accessing test kits
Drop-in vaccination sessions will be available for 12-15-year-olds from January 3 2022. Those who have already received a scheduled appointment can bring it forward by calling 0800 030 8013.
NHS Inform and local health board websites will provide further details of where drop-in sessions are available in each area.
Following JCVI advice, this age group can get their second vaccination from 12 weeks after their first dose.
Anyone under the age of 18 who has previously tested positive for COVID must wait 12 weeks from infection to be given their second dose
Testing measures to ensure young people return to classrooms in England
All secondary schools in England have been asked to provide one on-site test for pupils ahead of their return to the classroom this term to help reduce the transmission of Covid-19.
Education staff and college students are being asked to self-test at home before they return, and were sent home with tests ahead of the Christmas break.
Schools and colleges ordered tests before Christmas and have received these in advance of pupils returning, and will continue to be able to order additional tests through a separate supply route. Schools and colleges made test kits available to pupils before the end of term and they will have access to more as needed.
Students returning to university have also been advised to test before they travel back to campus.
Secondary, college and university students and education staff and early years staff should then continue to test themselves twice a week, and more frequently if they are specifically asked to do so, such as in the event of an outbreak.
12-15 year olds are encouraged to get fully vaccinated (two doses), to ensure they are protected. 16 and 17 year olds are now eligible for boosters and are being strongly encourage to take up this offer when invited to do so, along with university students.
Education Secretary Nadhim Zahawi said: “Being in face to face learning is undoubtedly the very best place for children and young people’s education and wellbeing, and my priority remains on keeping early years settings, schools, colleges and universities open so that face-to-face education can continue.
As we enter this new term, I want to thank all staff working in education for their continued dedication and resilience. It is through the hard work of all of you that we have ensured, and will continue to ensure pupils and students get the learning that they deserve. We must continue to look forward and not forget how far we have come in our fight against this virus.
The very best way we can continue to protect ourselves and our families is by getting the booster, or second jab if you are aged 12-15 – as soon as possible. I urge anyone who hasn’t done this to do so now.
Health and Social Care Secretary Sajid Javid said: “We are doing all we can to minimise disruption this virus causes to everyday life, including keeping children in school, and regular testing is a key way to support schools and protect face-to-face teaching.
“Vaccines remain our greatest line of defence so I urge all 12-15 year olds who have not come forward yet to get vaccinated, and all teachers to Get Boosted Now to protect yourself and those around you.
Children’s Commissioner for England Dame Rachel de Souza DBE said: Children have told me how much they really value and appreciate school as a place to learn, build friendships and take part in activities that benefit their physical and mental wellbeing.
“As Children’s Commissioner and having run schools all my life, I’m always excited about the start of a new term and the return to school. I am especially focused on this one, as it is so important schools are open and ready to welcome children.
“We are so fortunate to have great teachers and parents who have already done so much to have children back in the classroom, and former teachers happy to volunteer extra support to keep children there. I want our classrooms open and operating because I firmly believe it is where all children belong and want to be. We owe it to them to make sure this happens.”
Proportionate safety measures will also remain in schools, colleges and universities to help reduce the transmission of the virus, including increased ventilation and good hygiene, with older students and staff wearing face coverings.
All early years settings, schools, colleges, and universities are advised to continue to follow the latest guidance set out by the department which is kept regularly under review.
Scotland has become the first country in the world to embed lesbian, gay, bisexual and transgender (LGBT) inclusive education across the school curriculum.
Focused on promoting equality, reducing bullying and improving the educational experiences of LGBT children and young people, subjects across age groups will now include LGBT identities, issues and history.
Support to help schools deliver this includes:
a website where school staff, parents, carers, children and young people can access information to support LGBT children and young people
a basic awareness e-learning course for education staff on LGBT inclusive education
a toolkit of LGBT inclusive education teaching resources
Parents, teachers, young people and LGBT organisations helped to develop the website, e-learning course and teaching resources.
Children’s Minister Clare Haughey said: “I am proud to say that Scotland is leading the way as the first country in the world to embed LGBT inclusive education right across the curriculum. By doing so, we can help young people to reach their full potential and flourish in a diverse and inclusive society.
“The launch of this ground-breaking suite of resources for schools takes us another step forward in ensuring that our curriculum is as diverse as the young people who learn in our schools.
“The Scottish Government, in partnership with COSLA, is determined to provide a fully inclusive education for Scotland’s children and young people.”
COSLA Children and Young People Spokesperson Cllr Stephen McCabe said: “Improving inclusion in our schools is a priority for Local Government. We welcome the materials published today, which will assist schools, teachers and education staff to drive this important agenda forward, ensuring all children and young people receive the support they need.”
Time for Inclusive Education co-founder Jordan Daly said: “I experienced bullying and prejudice at school for being gay, and it had a detrimental impact on my confidence and wellbeing for some time.
“This new website, and the supporting resources, which have been co-developed with teachers across Scotland, will support teachers to take a proactive, educational approach to tackling prejudice. Most importantly, this work will empower young people and provide them with an opportunity I didn’t have at school – to feel valued, confident, and proud of who they are.”
National Parent Forum of Scotland Chair Margaret Wilson said: “We welcome the roll-out of LGBT inclusive education across the school curriculum.
“With other stakeholders, we have developed an information resource on LGBT inclusive education for parents and carers to help them to support their children and ensure they have a positive educational experience, using an approach underpinned by children’s rights, kindness and respect.”
Over 7,000 second year students from across Scotland will compete to build the best green hydrogen powered Lego vehicle over the next eight weeks
Pupils have the opportunity to test drive the low carbon fuel and hear more on the importance of green hydrogen in achieving Net Zero targets
Winners from each city will compete in the Grand Final in Glasgow during COP26
Students across Scotland are taking part in a unique challenge in the run up to COP26 – designing, building and racing a green hydrogen-fuelled vehicle of their own design.
The Scottish School’s Hydrogen Challenge will see groups of three students collaborate to build the most efficient hydrogen-powered vehicle in under two hours. Vehicles that travel the furthest on the zero emission fuel will take part in a Grand Final in Glasgow during COP26.
Over 7,000 second year pupils from Scotland are expected to take part as the challenge visits Fort William, Wick, Inverness, Aberdeen, Dundee, Perth, Stirling, Edinburgh and Glasgow in the run up to the climate change summit.
Regional finals are taking place in each of Scotland’s cities with the top three teams from each being entered into the Grand Final with a chance to win a Lego Robot Inventor amongst other prizes.
Today, 3rd September, marks the first of the regional finals. Schools from across the Highlands have been competing for a place to race at COP26 over the past two weeks with the final contenders racing their hydrogen powered vehicles in Inverness at Millburn Academy today.
The challenge is being delivered by partners Arcola Energy, ITM Power and ScottishPower, a partnership formed to help educate people on the importance of green hydrogen in tackling the ongoing climate emergency.
Barry Carruthers, Hydrogen Director at ScottishPower, said: “Scotland is about to host one of the most important climate summits ever, COP26, and we want to help bring some of the energy and excitement around COP26 to schools across Scotland with our partners Arcola Energy and ITM Power.
“We’re currently working to deliver a number of green hydrogen projects in Scotland – including the largest green hydrogen facility in the country, but we know that we still have work to do to help educate people about this critical, zero emission fuel and the role it plays in achieving Scotland’s overall Net Zero goals.
“This green hydrogen Challenge will help engage Scottish students in how green hydrogen can help decarbonise our daily lives by providing a clean fuel alternative to heavy industries and transport and supporting hundreds of green jobs.”
During the workshops, competitors will find out more about the decarbonisation of transport and the important role it is playing in reaching Scotland’s climate change targets.
The Challenge also offers a chance for members of the community to learn about green hydrogen, its applications and its expected growth over the next decade during evening and weekend workshops.
Experts will be on hand to answer any questions about the technology and offer a chance for people to try their hand at building a hydrogen-powered vehicle.
Graham Cooley, CEO of ITM Power, said: “It is vitally important we work with young people as they grow up during the rapid shift to a net-zero economy. We are thrilled to be working with partners Arcola and ScottishPower, who are as passionate as we are about inspiring and upskilling a future generation of scientists and engineers.
“These hydrogen-fuelled vehicles are being built by the generation who will inherit the hydrogen technology that we at ITM Power are creating today. We hope to learn as much from them as they do from us.”
Green hydrogen is made when a renewable electricity source, like an onshore wind farm, is used to generate the electricity to power an electrolyser which splits water into its two elements; hydrogen and oxygen.
The zero emissions fuel offers a long term, sustainable alternative to fossil fuels, and can be used to decarbonise sectors that cannot be powered by electricity alone, including large transport vehicles like trucks, trains or buses and heavy industry or high temperature industrial processes.
Dr Ben Todd, CEO of Arcola Energy said: “Arcola Energy has delivered hands-on hydrogen education programmes to more than 100,000 students over the past 12 years, as part of our goal to deliver practical solutions to decarbonise transport, many examples of which will be on Scottish roads in the coming years.
“Based on real engineering principles, our workshops are delivered by our in-house team working with members of local universities and colleges who will be on hand to help teach students about green hydrogen and its applications – as well as offer a few hints and tips as they work to build their vehicles.”
The Challenge is being supported by the Scottish Cities Alliance and the Hydrogen Accelerator who have played a key role in the coordination of the Challenge and helping to educate people on the role of hydrogen in decarbonisation.
Cllr John Alexander, Chair, Scottish Cities Alliance, Leader Dundee City Council, said: “With COP26 just around the corner there has never been a better time to engage our future leaders, engineers, economists and so much more about how important zero carbon fuel is.
“In the lead up to COP26 the Scottish cities are proud to collectively support this important programme to inspire the next generation of renewable energy engineers who can capitalise on the high skilled jobs we aim to create from our collective investment to position Scotland as one of Europe’s leading early adopters of hydrogen technology.
“Innovation is happening here and now across the Scottish cities in deploying these technologies at scale to play our part in meeting Scotland’s ambitious net zero target by 2045 and putting the technology in the hands of young people is vital to ensuring that Scotland’s workforce of the future is best placed to reap the economic rewards as part of our just transition.”
Professor John Irvine, Chair of the Hydrogen Accelerator at the University of St Andrews, said: “On behalf of the Hydrogen Accelerator and the University of St Andrews, I am delighted that we are supporting this exciting Hydrogen Challenge programme, inspiring our young people to take up future careers within sectors such as Hydrogen as it offers such a diverse range of fulfilling career opportunities.
“The Hydrogen Accelerator also looks forward to continuing to support the ambitions of the Seven Cities and city regions in achieving their decarbonisation targets.
“With the abundance of renewable energy and water here in Scotland we have the right ingredients to produce green hydrogen enabling not only the decarbonisation of the transport sector but the opportunity to create innovative solutions, supply chain growth whilst providing citizens with clean, green transport.”
National 5, Higher and Advanced Higher exams will be held in spring 2022 if public health advice allows, the Scottish Government has announced.
The decision has been informed by public health advice and by the views of partners, including those on the National Qualifications Group, which includes representatives of young people, parents, teachers and other education professionals.
Course content has been reduced compared to a normal year to take account of the disruption to learning that young people have experienced. These modifications have already been confirmed by the Scottish Qualifications Authority (SQA).
Due to uncertainty over the pandemic, two contingency plans will be in place.
If there is further significant disruption to learning as a result of COVID-19, but it is still safe for exams to go ahead, there will be further modifications to courses and assessment.
If public health conditions do not allow for an exam diet to take place, awards will be made on teachers’ judgements based on normal in–year assessment.
Education Secretary Shirley-Anne Somerville said: “Exams will take place next year if safe to do so.
“Fairness for learners sitting exams in 2022 is at the heart of our plans. Assessment modifications across national courses for the next academic session have already been confirmed by the SQA in recognition of the disruption to learning that young people have experienced. We will set out details on further support available for learners in September.
“Careful contingency planning has taken place in case there is further significant disruption to learning or if public health conditions do not allow for the holding of an examination diet.
“These contingencies offer stability for teachers and learners in the coming academic session and will allow their focus to be on normal practices in teaching, learning and assessment. More detailed guidance will be issued by the SQA at the earliest opportunity.”
Commenting on the announcement, EIS General Secretary Larry Flanagan said: “It is no surprise that the Scottish Government has stated its intention to reinstate an exam diet in 2022, should public health advice allow.
“The EIS would have preferred to see exams by-passed for S4 students in the interests of supporting education recovery and wellbeing among this cohort. It remains to be seen whether the reductions in course content for this year as recognition that young people have been adversely affected by the pandemic through no fault of their own, will suffice.
“It is essential that appropriate and robust contingencies are in place should it be necessary to cancel the exam diet on public health grounds. We saw earlier this year the damage caused by decisions being made too late without adequate contingences in place and the huge workload and stress that was placed on students and staff as a result.
“In the longer term, the process of reviewing the qualifications system and replacing the SQA must learn lessons from recent experience. The EIS has long been concerned regarding the lack of accountability of the Scottish Qualifications Authority to the teaching profession and the over-emphasis placed on annual high-stakes exams at the expense of continuous assessment.
“The EIS believes that now is an appropriate time to consider the future shape of learning and assessment in the senior phase, alternative models of timetabling and the timing of qualifications to better serve the needs of Scotland’s learners, as part of the process around replacing the SQA.”
Higher and new National Qualification results out today
Students across Scotland have achieved a record number of Higher passes in the last school year, it’s been revealed today. Over 140,000 candidates across Scotland received their results this morning, and Schools Minister Dr Alasdair Allan has congratulated pupils and teachers on their hard work and effort.
In addition to Access, Intermediates, Highers and Advanced Highers, this year saw the first students study for the new National Qualifications – part of the ongoing implementation of Curriculum for Excellence.
This year saw a record number of Higher passes, with the overall pass rate remaining virtually unchanged – 77.1 per cent this year compared with 77.4 per cent last year. The number of Highers sat was 191,850 across all subjects – an increase of more than 9,000.
Students also received the first ever results for National 3 and 4 – assessed during the year– and National 5, assessed during the year and through a traditional end-of-year exam. The pass rate was 93.0 per cent for National 4 and 81.1 per cent for National 5.
While direct comparisons between the new National qualifications and Standard Grade pass rates cannot be made, as a broad comparison, National 5 is the same level of challenge as Intermediate 2 and Standard Grade Credit.
Of the tens of thousands of students who received their results today, 37,237 chose to be informed by text message or email. All candidates were also notified by post.
Dr Allan said: “Congratulations to the thousands of young people who have worked so hard, their families who have supported them and the teachers who have worked tirelessly to prepare them. Today sees them well equipped to progress to new challenges, whatever those may be.
“Our education system has taken another significant step forward today. The new National qualifications represent a shift towards deeper learning and a greater emphasis on analysis, engagement and understanding. These are the qualities on which we will continue to strengthen our education system.
“Scotland’s teachers have been key to delivering our new curriculum and new qualifications. They have worked outstandingly hard and I thank them for all they have done. I know it has been a challenging year for them and, once again, I’ve been hugely impressed by their commitment to supporting Scotland’s young people.
“So many pupils have achieved strong grades in their Highers, Advanced Highers, Intermediates, Access and new Nationals – against very rigorous standards – and are now in a position to make exciting decisions about what they do next. My congratulations also go to the thousands of young people across Scotland who have achieved a wide variety of qualifications which meet a wider range of learners’ needs, such as SQA awards, National Progression Awards and Skills for Work and Personal Development.
“The fact that there has been such a marked increase in the number of Highers attained is a real success story. Students are now sitting a greater number of Highers, demonstrating real ambition and aspiration among young learners to achieve the best qualifications they can.
“I am also encouraged to see so many young people attaining National Qualifications, which are an important component within Curriculum for Excellence.
“This is a significant achievement for our learners and our schools, and clear evidence of continued improvement in Scottish education.
“As we celebrate these achievements I also offer my thanks to all of the parents and carers who have risen to the challenge of supporting them through their new qualifications.
“Clearly not everyone will have received the results they had hoped for, while others may simply be unsure of what to do next. Rest assured, help is available through the exam results helpline on 0808 100 8000 for those who may not have got what they needed.”
Larry Flanagan, general secretary of teachers trade union EIS, said: “Scotland’s pupils and teachers deserve high praise for a strong set of exam results which have been achieved during a very significant period of change for Scottish education.
“It is of great credit to the work of our schools, pupils and teachers that the diet has been so successful, at a time when budgets have been declining and workload pressures increasing.
“Pupils, parents and teachers should be extremely proud of this strong set of results and the EIS sends its congratulations to all pupils who have been successful in their exams this year.”
Early indications are that candidates in Edinburgh have once again exceeded expectations and that the city’s overall good performance has been maintained.
A total of 42,780 resulted awards were certificated for 8,402 candidates.
Highlights include:
By the end of S6 61% of all pupils achieved one or more Highers – a four percentage point improvement on last year and a 13 percentage point improvement since 2009.
By the end of S5 54% of all pupils achieved one or more Highers – a two percentage point improvement on last year and a 12 percentage point improvement since 2009.
Overall for S4 pupils who sat the new qualifications for the first time, 13,585 awards were certificated at the new National 5 level, 8,342 awards were certificated at the new National 4 level and 1,846 awards were certificated at the new National 3 level.
Councillor Paul Godzik, Education Convener for the City of Edinburgh Council, welcomed today’s results. He said: ““Recently published figures from Audit Scotland showed Edinburgh is outperforming similar city and neighbouring local authorities and early indications from the SQA exam results show that 2014 has been another really positive year for our pupils, with performance rising yet again.
“This year’s provisional results are very encouraging with 100% of pupils achieving an English qualification by the end of S5. By the end of S6, an impressive 61% achieved one or more Highers which is a 13 percentage point improvement since 2009.
“I want to congratulate all those who sat exams this year, and thanks must also go to all our teaching staff who have been working extremely hard for the introduction of the new National exams.
“Another key aim is to make sure all school leavers enter a positive destination of employment, training or further education. Initiatives such as the Edinburgh Guarantee are going a long way to making this a reality for many of our ex-pupils.
“This year a record 91% of young people achieved and sustained a positive destination. This is something we will continue to build on in the coming years and look forward to seeing many more placements and positive results.”
